Using Technology Tools to Engage Students with Multiple Learning Styles in a Constructivist Learning Environment - Pamela Solvie and Molly Kloek

Jessica Yen, Wakana Hirayama, Melanie Wong, Lina Gil

Ed 240A- Lina Gil, Melanie Wong, Wakana Hirayama, Jessica Yen

Abstract

• They analyzed effectiveness of using technology as tools in and outside the classroom.
• Research study was held in a preservice teacher education reading methods course.
• Kolb's learning styles model was used as basis for learning opportunities.
• Used technology in class to support lessons and engage students.
  • Data was taken from the students' point of view/ their personal opinions.

Introduction

• Preservice teachers learn theory, content and methods in university classes and observe teaching methods to prepare themselves to be able to apply it in elementary and secondary classrooms.
• They learn how to make difficult issues easier to learn and retain, and how to make learners take more responsibility for their own learning.
• Context of study is in reading methods course, where they learn how to teach young students how to read.
• Research took place at University of Minnesota, Morris, over the span of 4 months.
• Supported by Archibald Bush Foundation Grant.
• There were 2 sections of 16 week reading methods course with identical treatment.
  • 27 females, 3 male
    
    

Background

• “Goal was to create constructivist learning environment where different learning styles were targeted and ensure understanding of content.”
• Another goal was for teachers to present students with information required by NCLB and Minnesota statutes.
• Hope to use these findings of using technology enhanced learning to not only improve reading methods course, but also in other areas as well.
  • Still, generalizability may be limited because of the small research group.

Theoretical Frameworks

Constructivist

• Bodies of knowledge is built up over time.
• Preservice teacher use materials to not only make sense of what they have earned, but to create further knowledge.
• Instructor needs to take into consideration the learners' previous knowledge and experiences.
• Constructivist environments are established with belief that learner’s control is important for learning.
• Knowledge is formed when materials used are connected to prior knowledge.

Learning Styles

• In constructivist setting, it was important to plan according to the ways students preferred learning.
• Used David A. Kolb's cognitive style learning model because the roots were tied to experimental learning; which is crucial for constructivist learning.
• When new ideas formed because of experiments, it was considered to be “learning.”
• Important to examine and apply knowledge to old and new settings.
  
  

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Technology

• “Used to engage students and support learning.”
• Allowed ”learning through experience.”
• Used video, audio clips, simple machines forum discussion board, wiki, power-point, SMARTboard, SMARTnotes, inspiration and course web page.
  
  

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Methodology

This study was meant to see the connection between technology tools and the construction of knowledge in a preservice teacher methods course. Three questions were addressed:

1. Would technology-enhanced learning experiences aligned to learning styles of students support a constructivist setting and students' understanding of course content?
2. To what extent do students understand and use knowledge of learning styles and technology tools to guide their own learning as they construct knowledge?
3. What are the affordances of particular technology tools for particular learning expectations (psychological and/or sociological constructs)?
   
   Students involved in individual and group activities in and outside of class, making use of technology tools. Data were then collected on students’ learning style preferences, use of technology tools, and student performance in class.

Selection of Technology Tools: Cognitive and Social Expectations and Affordances of Technology Tools

• Technology tools chosen to influence social interaction and communication along with cognitive development within the constructivist classroom
  
  

Constructivism and Concrete Experiences

• Cognitive expectations: acquisition of information relating to literacy development, reading instructional practices, and decision-making in classroom
  • Also expected to make connections to prior knowledge and their own literacy development within context of authentic experiences
• Social expectations: sharing knowledge within group
• Incorporated SMARTBoard, audio and video clips to help students construct individual and social knowledge
• Individual construction on knowledge supported as students acquired information relating to literacy development and made connections to their own prior knowledge through journal writing or graphic organizers used in class
• Use of technology during lessons would be followed up with discussion and critique in small groups and then in large group to aid social construction of knowledge
• Social construction of knowledge was supported as preservice teachers discussed video clips
• Audio clips used to encourage individual construction of knowledge (scaffolds: helping individual students extend their learning and skill by hearing phonemes, differentiating between sounds, and pronouncing them correctly)
  
  

Constructivism and Reflective Observations

• Cognitive expectations: metacognitive skills, consider information from multiple perspectives and consider interrelatedness of topics in the field
  • Concept maps= used to help students react to their concrete experiences and to reflect on information gained as a result of their experiences; used to demonstrate how subtopics fit within larger main topics
    • Used concept maps also to work in collaborative groups to prepare and present information on six different approaches to reading instruction (on wiki)
• Discussion board forum to encourage reflection
  • Replaced writing assignments
  • Provided opportunities to use vocabulary of the field to speak about topics related to reading instruction
  • Had time to reflect on course readings and class discussions prior to posting to board
    
    

Constructivism and Abstract Conceptualization

• Cognitive expectations: getting information from authoritative sources, using research and methods, and engaging in reading of theory
• Webpage used as a resource for research and review
  • PowerPoint presentations and audio and video resources continually uploaded throughout semester as new topics were introduced

Constructivism and Active Experimentation

• Active experimentation: students making use of concrete experiences, their reflective observations, and knowledge gained through abstract conceptualization in new settings
• Cognitive expectations: assuming learner control/taking responsibility to bring pieces of their learning together to problem solve and apply what they have learned in new settings
• Students created short videos using iMovie/Windows MovieMaker to illustrate their work in designing classroom environment that supported literacy development
  • Used SMARTBoard, SMARTNotebook, and PowerPoint as tools to prepare and present slideshows demonstrating their knowledge of literacy development and instruction
    • Helped students organize information

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Data Collection

The researchers went on to gather data about the usage of technology in accordance to the students’ learning styles and their performance. Based on the questionnaires from the Kolb’s Model, students answered 12 questions that asked about their preferred learning style. The answers were separated into four types of learning styles from the Kolb's Model:
1. Concrete experience
2. Abstract conceptualization
3. Active experimentation
4. Reflective observation


Researchers conducted further experiments to support their learning style preference– using scores from these class assignments:

• a learning style inventory
• four course exams – short answer, essay that assessed both new and previous concepts
• a reading and writing analysis project – researchers examined students’ reading and writing progress based on the procedures learned in their preservice class. The students analyzed their data, wrote their analysis, and recommended further teaching practices.
• PowerPoint project – after students used text, audio, and video clips, the researchers evaluated students’ literacy development and the teachers’ instructional practices
• Discussion Board posts
• 5-Point Likert scale questionnaires – Students able to reflect on their learnings based on their utilization of technology tools. They thought about the effectiveness as well as the ineffectual aspects of using the tools in learning.

K-Means Cluster

Based on the Kolb's Model questionnaires, the students were categorized into one of the 3 types of clusters – based on their learning style preference:

1. Cluster 1: active experimentation – scored above average on active experimentation, average on abstract conceptualization and concrete experimentation & below average on reflective observation
2. Cluster 2: reflective observation – scored above average on reflective observation, average on concrete experimentation, & below average on active experimentation
3. Cluster 3: reflective observation/abstract conceptualization – scored above average on reflective observation and abstract conceptualization & below average on active experimentation and concrete experience

T-Test (Test #1)

With the results from the K-Means Cluster, researchers integrated their preferred learning style with their assignment scores. The results:

• Highest achieving group - without a strong learning preference
• Average achieving group - slight learning preference
• Low achieving group - strongest learning preference

The low-achieving group (group with the strongest learning preference) did not perform well on the four exams, the reading and writing analysis, and the literacy PowerPoint project. And those who had strength in more than one learning style did well on these assignments.

ANOVA:Analysis of Variance and Discussion Board (Test #2)

Similar to the T-test, the ANOVA test also showed the relationship between students’ learning styles and their performance on the Discussion Board posts.

• Cluster 3 (reflective obs/abstract concept) did better than those in Cluster 1 (active experimentation) and Cluster 2 (reflective observation)

Therefore, the results showed that their learning styles reflected their scores on the Discussion Board posts.

Review of the Likert Scale Questionnaires (Test #3)

Finally, using the Likert Scale and their T-test scores, researchers compared students’ opinions (from the Likert Scale) to their actual performance grades. It showed:

• There is no relationship between their learning style and their beliefs on how technology tools supported their learning.
  
  

Based on Likert Scale from 1 to 5: 1= strongly disagree, 3 = not sure, 5 = strongly agree

Based on Likert Scale from 1 to 5: 1= strongly disagree, 3 = not sure, 5 = strongly agree

Based on Likert Scale from 1 to 5: 1= strongly disagree, 3 = not sure, 5 = strongly agree

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Conclusion

1. Communication- Technology tools should be chosen based on whether it can address a student’s learning needs and fit the student’s learning style. Communication between the instructor and the students must be clear so that the students will know how the tool technology tool will be used by the class and monitored by the teacher.

2. Cognitive Flexibility- Students must be exposed to various technology strategies and tools so that students will be able to develop the ability to adapt to using new learning tools, unique situations, and contexts. A student’s construction of knowledge can be strengthened if students experience different modes of learning, know how to use technology tools effectively, and understand the role of the student’s part while using the tool. There needs to be more research on how to make technology more affordable to support classroom use of technology tools.
3. Role of Metacognition- The technology tools provided opportunities for students to consider the viewpoints of others, think about them in terms of their own experiences with reading, and transfer these viewpoints to new experiences in working with elementary school children. E.g. If students are given more experience with a technology tool, additional support and scaffolding from an instructor, and perform an analysis on each usage of technology tools, students will gain a deeper understanding of how to implement these tools in their own classes and what benefits come out of using technology.
4. Agency- “Conscious awareness and control over what is being learned” in important in construction of knowledge. This can be utilized through discussion posts for both students and instructors.
5. Learning Styles- Despite learning style differences, all students believed technology helped their learning in some way.

Implications:

1. More should be done to help students understand the particular cognitive and social demands of tools and tasks in relationship to learning modes associated with learning styles. Thus, students will be able to adapt to new learning situations better and able to construct knowledge to the full extent.

2. Due to the monitoring of the professor on the discussion boards, students may not respond as freely or as normally as they would if they were blogging on their own. The monitoring may encourage particular responses while limiting others.






















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Solvie, P,., &Kloek, M. (2007). Using technology tools to engage students with multiple learning styles in a constructivist learning environment. Contemporary Issues in Technology and Teacher Education, 7(2), 7-27.

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